Religion and Society Years 5 - 6

This element of GNFL looks at the phenomenon of religion and society, as well as specific religions and societies, from a Christian theological perspective. This is not a secular sociological study of religion: it is an attempt to understand religion and society from the point of view of faith in God revealed in Jesus—it is part of religious education, which means it is done from a religious point of view. It therefore asks questions like: What does Jesus reveal about the nature of religion and society? What does faith in God as love mean in and for a world divided by social, religious, ideological and philosophical differences?

Part of the Christian, and more specifically Catholic, view of humanity (its “anthropology”) is that human beings are profoundly social beings. We need each other in order to exist and we need a shared method of holding together (which is what makes us religious, since that is what religion is there to do for us).

The word “religion” comes from the Latin re ligare, to bind up again, or to re-unify. Given that not all religions believe in God (as understood in classical theism), this “binding back” or “re-unifying” is not necessarily about connecting us with God, but with each other. It is about society.

Christianity both is and isn’t a religion; and this is true in different ways. According to some influential Christian thinkers, Christianity is more a revelation than a “religion”. In fact, it did not refer to itself as a religion for at least the first three hundred years of its existence. But it also is and is not a religion in the sense that it is not one homogenous phenomenon, “a” religion, since it is many, often incompatible religions (churches, communions and sects): Anglican, Baptist, Catholic, Evangelical, Fundamentalist, Methodist, Orthodox, Protestant, Quaker … and the list goes on.

The social role of religion in human violence is a hotly contested issue. Does religion cause violence, or does it overcome it? Is religion about peace and justice, or about power and privilege (or neither set of alternatives)? Would the world be better off if there were no religion? Is/was society better off where religion is/was banned? Can society function without religion?—for how long?

And how does Christianity respond to the growing cultural relativism of secular (post)modernity? Are all religions equally true/false, good/bad and/or admirable/deplorable?

In GNFL this understanding of the role that religion plays in society is developed in the following ways:

  • The Christian Revelation, building on the Hebrew Revelation (principally the Old Testament), uncovers the deep structures of human social and religious ways of being.
  • Social cohesion is one of humanity’s deepest needs; and social disintegration, one of our worst fears. The universal role of archaic/traditional religion was to manage social cohesion by managing social disintegration and its causes.
  • The unveiling of the violent foundations of society, and the role of religion in its maintenance, began with the Hebrew Revelation and came to a head in Christ, namely that society is built on violence, using violence to contain violence; and religion is the mechanism by which it achieves this end.
  • All religions have three things in common: ritual, myth and law. Each of these is to some extent a violent way of dealing with violence: ritual sacrifice of victims to angry gods; mythological stories that cover up human violence by projecting it onto the gods; using the threat of legal violence (law) against those who do things that cause violence (crime).
  • Religion is the ancient, indeed primal, means by which violence was managed, contained, channelled and “sacralised”.
  • The real cause of violence was and remains wanting what others have—envy, or what the Bible calls “coveting”.
  • At the heart of Christianity is the image of a crucified outlaw revealing the truth about God and about humanity: that there is no violence in God; that the human condition is riddled with violence; and that its roots are in distorted desire.
  • This creates a complex and often fraught relationship between Christianity and the world religions.
  • Christianity has a unique relationship with Judaism, ancient and modern. Ancient Judaism is absolutely vital to a proper understanding of Christianity, since both Jesus and the early Church were Jewish, and belonged to the now extinct form of Judaism known as “Temple Judaism” or “Second Temple Judaism”. Christianity is, in some ways, as much a descendant of Second Temple Judaism as is modern Judaism, or “Rabbinic Judaism”. Christianity’s relationship with modern Judaism is the most important interreligious relationship for Christianity.
  • Christianity also has an important relationship with Islam, or the various forms of Islam (many of which have complex and fraught relationships with each other). Historically the relationship was at least as strained and difficult as that with Judaism; and though the relationship is somewhat better, there is still much work to do (especially between Christians and Muslims in the Middle East).
  • Christianity has been undergoing a massive change in its attitude to and relationship with the other world religions, especially Hinduism and the other religions of Asia, as well as the indigenous religions of Africa, Australia and elsewhere.
  • There is a growing and widespread rise in anti-religious sentiment and policy throughout the (post)modern world; and Christianity is by far the most oppressed religious group in the world: it is oppressed by both other religions and the increasingly secularist ideologies, including in Australia, where religion is increasingly marginalised and excluded from the public forum, whether social, political, cultural, philosophical, or even spiritual or moral.

URL link to Theological Conversation chapter (PDF).

1 John 4:8 God is Love  

Scripture Reference

1 Corinthians 12:12  

Scripture Reference

Jeremiah 29:11  

Scripture Reference

Religion and Society: Reiligious traditions in australian society
  • The Church reflects God’s plan for the unity of all people. 
  • In different cultures, people search in different ways for goodness and meaning.(The understandings “For Christians, Jesus is the Way”… will be drawn in from the Jesus element).
  • The Church respects in other religions everything that is good and true and that supports the search for God. 
  • The spiritualities, beliefs and practices of Indigenous Australians can teach us about the human search for God.
Religion and Society

The Catholic Church shares the search for knowledge and understanding about God with other faiths. (TCREK032)

LiteracyNumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding

Students will explore and reflect on extracts from Christian documents (e.g. Second Vatican Council documents including Gaudium et Spes, The Church in the Modern World, Fratelli Tutti, All Brothers, and Laudato Si, Praise Be to You - some of which is quoted in YOUCAT and YOUCAT For Kids) and will engage prayerfully with scripture to grow in understanding of God’s plan for the unity of all people.  They will consider the Church’s recognition and embrace of everything that expresses and supports the search for goodness and truth in all authentic cultural riches & traditions.  Within this process,  students will prayerfully explore sacramentality and will consider how, within this awareness, Christian prayer and life can be enriched by the spiritualities of Indigenous Australians.  

Questioning and Theorising

TCREI010

With guidance, identifying questions about religious ideas, events or rituals, and considering our theories, thoughts and feelings in relation to the Christian worldview (TCREI010)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability
  • developing probing questions about the limits of our understanding of God’s infinite and absolute goodness, truth and beauty
  • reflecting on why and how we should respect others and care for our planet
  • exploring how the Holy Spirit inspires us to act in our families, society, Church and world
  • wondering about the mysterious ways in which God constantly surprises and challenges us
Interpreting Terms and Texts

TCREI011

Being familiar with stories of the Old and New Testaments and the many ways they and other media tell stories and use words and symbols to help us discover meaning (TCREI011)

LiteracyInformation and Communication Technology (ICT) CapabilityPersonal and Social CapabilityEthical UnderstandingWisdom Sustainability
  • identifying and defining terms used in Scripture and the Catechism to make a graffiti wall
  • comparing and contrasting parallel Gospel narratives (in Matthew, Mark and Luke) to identify how and why they are alike and how and why they are different 
  • developing glossaries of terms and definitions used when understanding the sacraments
  • interpreting Scripture passages (using commentaries) where Jesus teaches his disciples how to pray (i.e., as models of how to pray rather than as formula prayers)
Communicating

TCREI012

Communicating religious or spiritual ideas and information in a variety of ways: oral, graphic, written, multi-modal (TCREI012)

LiteracyNumeracyCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding
  • discussing issues of social justice, human rights, and personal ethics, and their implications for Christians today
  • using critical commentaries, analysing the message and meaning of the Beatitudes, and their implications for our own lives
  • creating a Beatitude Calendar for the season of Lent or Advent: for every day, one positive action of wholehearted love for God and neighbour, compassion, mercy, forgiveness, peacemaking, honesty, fairness, nonviolence, justice
  • expressing something of the invisible/unknowable mystery of God through one of the arts (musical, visual, performative, etc.)
See: Identifying and Reflecting

TCRED010

Making personal or group observations, naming ideas and questions that are important for living as persons and/or communities in a local or global context (TCRED010)

LiteracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical UnderstandingWisdom Asia and Australia’s Engagement with AsiaSustainability
  • presenting contrasting views on a global issue, e.g., poverty in the world today, slavery, climate change
  • investigating and writing reflectively about the implications of trading fairly for rich countries like Australia and for poor countries like East Timor
  • using reputable media, chronicling stories of good news where people demonstrate human kindness and compassion for others
  • identifying impoverished communities that need prayerful solidarity, advocacy and material support, e.g., after a natural disaster or war
  • exploring how the Exodus story reveals God’s love as something very concrete, practical and even political
Judge: Evaluating and Integrating

TCRED011

Weighing up competing values and choices and making a contribution to dialogue about worthwhile principles for living responsibly locally or globally (TCRED011)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability Aboriginal and Torres Strait Islander Histories and CulturesAsia and Australia’s Engagement with AsiaSustainability
  • examining competing values in the classroom, the community or the nation, and dialoguing and naming core principles for a just society
  • listening to Scripture, and identifying an imperative to act with compassion towards others
  • considering alternative views about the rights of the child, and identifying what it would mean to treat all children (including the unborn) justly and compassionately
Act: Responding and Participating

TCRED012

Personally and collectively exploring options and commitments that could gain improved outcomes in local or global contexts and, where possible, taking some form of action (TCRED012)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability Aboriginal and Torres Strait Islander Histories and CulturesAsia and Australia’s Engagement with AsiaSustainability
  • setting goals and making commitments, personally and collectively (as a class or school)
  • addressing bullying in the classroom or the school and implementing strategies to deal with it
  • drawing up an agreement (“covenant”) with each other as a class or school by identifying actions, attitudes and beliefs (i.e., “rules”) that give direction, security and protection for everyone
  • faithfully observing some simple and helpful spiritual practices, e.g., daily meditation and prayer, periods of silence and stillness, deep and active listening to each other
Achievement Standards

By the end of Year 6, students can acknowledge the constant goodness of God, reflect on and identify God’s action in their lives in the light of Scripture, and identify ways to respond to his love for all of life. They can explain how Jesus Christ, Son of God, sent by the Father, offers hope to the world and describe how the Church, empowered by the Holy Spirit, is to be a sign of life, hope, reconciliation and service. They can recognise the movement of the Holy Spirit in various forms of Christian prayer and worship, in the seven Sacraments and in the lives of those who witness to the Reign of God. They can identify the Sacrament of Confirmation and describe its symbols and Rite as an outpouring of the Holy Spirit that empowers Christians to witness through ministry and service. They can recognise that the Catholic Church shares in their search for knowledge and understanding about God with other faiths.

Students can develop appropriate questions and, using a range of communication forms, present their ideas and understandings. They can reflect on, discern about, develop and enact courses of action in response to issues that they identify to be important locally or globally.

Threads:

Pre-unit assessment

Learning Hook

Surface

Deep

Transfer

Resources